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<p>Boredom is a discrete achievement emotion with important downstream consequences, yet longitudinal evidence on how personal goals and perceived classroom goal structures (CGS) jointly shape boredom remains scarce. Addressing this gap, this study tests time-lagged links from achievement goals to subsequent boredom and the reverse paths, and examines whether these dynamics vary by students’ perceived CGS. Using three waves of data from 726 Taiwanese seventh graders, we estimated four 2 × 2 achievement goal cross-lagged panel models (CLPMs) to test reciprocal associations, followed by multi-group comparisons (mastery-oriented vs. performance-oriented CGS) to evaluate the moderating role of the perceived CGS. Results showed short-term reciprocal associations between mastery-approach goals and boredom, and stable effects whereby boredom predicted increases in performance-avoidance goals and decreases in mastery-approach goals over time. Multi-group models indicated that, relative to a performance-oriented CGS, a mastery-oriented CGS amplified the boredom-reducing effect of mastery-approach goals and exacerbated the boredom-enhancing effect of performance-avoidance goals. These findings underscore the importance of aligning students’ personal goals with classroom climates to mitigate boredom and demonstrate how motivation and context jointly shape students’ emotions over time.</p>

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Boredom over time: the interaction between achievement goals and perceived classroom goal structures in Taiwanese mathematics classrooms

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Shu-Ling Peng,
  • Hsin-Ling Chen,
  • Biing-Lin Cherng

摘要

Boredom is a discrete achievement emotion with important downstream consequences, yet longitudinal evidence on how personal goals and perceived classroom goal structures (CGS) jointly shape boredom remains scarce. Addressing this gap, this study tests time-lagged links from achievement goals to subsequent boredom and the reverse paths, and examines whether these dynamics vary by students’ perceived CGS. Using three waves of data from 726 Taiwanese seventh graders, we estimated four 2 × 2 achievement goal cross-lagged panel models (CLPMs) to test reciprocal associations, followed by multi-group comparisons (mastery-oriented vs. performance-oriented CGS) to evaluate the moderating role of the perceived CGS. Results showed short-term reciprocal associations between mastery-approach goals and boredom, and stable effects whereby boredom predicted increases in performance-avoidance goals and decreases in mastery-approach goals over time. Multi-group models indicated that, relative to a performance-oriented CGS, a mastery-oriented CGS amplified the boredom-reducing effect of mastery-approach goals and exacerbated the boredom-enhancing effect of performance-avoidance goals. These findings underscore the importance of aligning students’ personal goals with classroom climates to mitigate boredom and demonstrate how motivation and context jointly shape students’ emotions over time.